- isn = "03601315"
- Artículo:
Preschool children’s learning with technology at home
- Autor:
Lydia Plowman
Olivia Stevenson
Christine Stephen
- Resumen:
We made multiple visits to preschool children in 14 families over an 18-month period. We describe the technologies children encounter at home. We identified four main forms of learning with technology. Understanding the role of technology in everyday life is often overlooked. Learning is shaped by family practices and parental values and attitudes.
- Página:
30
- Publicación:
Computers & Education
- Volúmen:
59
- Número:
1
- Periodo:
agosto 2012
- ISSN:
03601315
- SrcID:
03601315-2012-05.txt
- Documento número 984325
- Actualizado el martes, 10 de julio de 2018 11:05:47 a. m.
- Creado el martes, 10 de julio de 2018 11:05:47 a. m.
- Enlace directo
- Artículo:
Learning in the early years: Social interactions around picturebooks, puzzles and digital technologies
- Autor:
Sarah Eagle
- Resumen:
This study analyses adult–child interaction during the use of digital technologies. Adults showed, or supported, the child in ‘the right way’ of using the technology. Children made contributions which the adults did not attend to nor take up. Shared use of digital technologies did not foster exploration or development of the child’s meaning-making.
- Página:
38
- Publicación:
Computers & Education
- Volúmen:
59
- Número:
1
- Periodo:
agosto 2012
- ISSN:
03601315
- SrcID:
03601315-2012-05.txt
- Documento número 984326
- Actualizado el martes, 10 de julio de 2018 11:05:47 a. m.
- Creado el martes, 10 de julio de 2018 11:05:47 a. m.
- Enlace directo
- Artículo:
Using digital technologies to redress inequities for English language learners in the English speaking mathematics classroom
- Autor:
Barbara Freeman
- Resumen:
HELP Math improved ELLs’ math ability, self-efficacy and self-perceptions. Math ability and self-efficacy intertwine to develop students’ capabilities. Translations, e-tools, and scaffolding enabled ELLs to take control of learning. Outcomes improve when digital tool design addresses ELLs’ specific learning needs. Interaction among content, pedagogy, and technology supports ELL learning.
- Página:
50
- Publicación:
Computers & Education
- Volúmen:
59
- Número:
1
- Periodo:
agosto 2012
- ISSN:
03601315
- SrcID:
03601315-2012-05.txt
- Documento número 984327
- Actualizado el martes, 10 de julio de 2018 11:05:47 a. m.
- Creado el martes, 10 de julio de 2018 11:05:47 a. m.
- Enlace directo
- Artículo:
The design of a system to support exploratory learning of algebraic generalisation
- Autor:
Richard Noss
Alexandra Poulovassilis
Eirini Geraniou
- Resumen:
We discuss the design and application of a system to support 11–14 year old students’ learning of algebraic generalisation. We focus on the system’s design, taking account the technical and pedagogical issues and challenges. We discuss the challenges involved in building a system that is both intelligent and exploratory. Our aim is to support both the teacher and the student without explicit tutoring. The system provides a set of tools for the teacher to follow students’ progress, informing her own interventions.
- Página:
63
- Publicación:
Computers & Education
- Volúmen:
59
- Número:
1
- Periodo:
agosto 2012
- ISSN:
03601315
- SrcID:
03601315-2012-05.txt
- Documento número 984328
- Actualizado el martes, 10 de julio de 2018 11:05:47 a. m.
- Creado el martes, 10 de julio de 2018 11:05:47 a. m.
- Enlace directo
- Artículo:
Scaffolding information problem solving in web-based collaborative inquiry learning
- Autor:
Annelies Raes
Tammy Schellens
Bram De Wever
- Resumen:
Effects of scaffolding on knowledge acquisition and metacognition are examined. Technology-enhanced scaffolding and teacher-enhanced scaffolding are compared. Teacher-enhanced scaffolding is important to increase knowledge acquisition. Providing technology-enhanced scaffolds improves students’ metacognitive awareness. Girls and low-achievers benefit more from teacher-enhanced scaffolding.
- Página:
82
- Publicación:
Computers & Education
- Volúmen:
59
- Número:
1
- Periodo:
agosto 2012
- ISSN:
03601315
- SrcID:
03601315-2012-05.txt
- Documento número 984329
- Actualizado el martes, 10 de julio de 2018 11:05:47 a. m.
- Creado el martes, 10 de julio de 2018 11:05:47 a. m.
- Enlace directo
